I believe we were supposed to have read and come up with examples regarding the Connections standard, not Communication. So, I'm starting this new page for us to be able to do that!
Mandi
Instructional programs from prekindergarten through grade 12 should enable all students to—
recognize and use connections among mathematical ideas;
Fractions, decimals, and percents Graphs and equations ~Mandi
They should be able to recognize and use connections between ratios and fractions. Katey
Being able to recognize the connection between fractions, symbolically and physically. - Hailey Understand the connection between fractions, ratios, and proportions. *Tori
Understanding measurements and how it can affect geometry and vice versa. Chris
understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
Length, area, and volume (this is the idea of multiple dimensions) ~Mandi
They should be able to interconnect the idea of reciprocals, division, and multiplication within a problem. Katey
First learning how to add fractions with same denominator, and then learning how to add fractions with unlike denominators. Hailey
How to guide students to learn mathematics and form an understanding of it from their own experiences and perspective.Maintaining a comfortable classroom environment; where students are not afraid to speak/present in front of the class, or attempt a task they are unfamiliar with. Allowing classmates to help student in front of class, and not rejecting ideas offered from students. Encourage everyone to participate.
~ Tim
Understand the interconnection between the different models that can be used to describe an equivalent fraction/decimal/percent; such as a discrete model, an area model, or a number line. *Tori
The idea of the number line usually starts with the idea of an integer then moves onto the idea of adding fractions. Further on in the learning of the number line you get into imaginary numbers and where they fit on the number line. Each idea builds on the next. Chris
recognize and apply mathematics in contexts outside of mathematics.
Sports statistics (e.g. winning/losing record, batting average, free throw percentage, etc.) Applying percent discounts at stores when shopping ~Mandi Making multiple batches of recipes and being able to divide your ingredients into correct amounts as well as understand the ratios of ingredients for the maximum flavor in the food. Building a house and needing to cut lumber for the house from a blue print. From this they will learn ratios, division, and much more! Katey
Planning a budget for weekly meals. -Hailey
Collaborate with teachers in different subject areas to develop "integrated units of study". For example: wildlife populations that are studied in science class. *Tori
Studying human populations growth and decline then using that data to form an algebraic formula to describe the theory can enhance the anthropologists overall knowledge while enhancing the mathematicians skills. Chris
Thank you, Mandi, for starting the page! I took a different direction with my examples; however, I will still list them in the same order as Mandi has.
1. -If given a certain ratio of x to y, x:y, students could find the fraction of x to the total number of objects, x+y, by understanding a ratio's part-to-part relationship. -If given a decimal (.25) of x to total x+y, the should be able to find the ratio of x to y is 1:3, not 1:4.
2. -Students should be able to see the connection between a ratio and the slope of a y=mx+b. -Students should be able to make the connection that any integer is a fraction, 5=(5/1).
3. -If a student wants to split 3 cups of dog food equally between their 2 pet dogs, they should recognize the fraction and know that each dog should have 1.5 cups. -If a student starts with $20 dollars and saves $5 each week with a goal of $100, he or she should recognize the linear relationship and figure out that it will take 4 months to reach the goal.
Valerie
1. Many formulas students use in measurement draw on their knowledge of algebra and geometry.
2. Students can use concepts of collecting data and apply it in algebra to find relationships, functions and formulas and know what all the pieces mean.
3. What's a better buy?
Kaitlin Froehlke
1. Recognize and use connnections among mathematical ideas: Fractions and percents.
2. Understand how mathematical ideas interconnect and build on one another: Multiplication and division.
3. Recognize and apply mathematics in contexts outside of math- free throws, or batting averages.
Mandi
Instructional programs from prekindergarten through grade 12 should enable all students to—
- recognize and use connections among mathematical ideas;
Fractions, decimals, and percentsGraphs and equations
~Mandi
They should be able to recognize and use connections between ratios and fractions.
Katey
Being able to recognize the connection between fractions, symbolically and physically. - Hailey
Understand the connection between fractions, ratios, and proportions. *Tori
Understanding measurements and how it can affect geometry and vice versa. Chris
- understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
Length, area, and volume (this is the idea of multiple dimensions)~Mandi
They should be able to interconnect the idea of reciprocals, division, and multiplication within a problem.
Katey
First learning how to add fractions with same denominator, and then learning how to add fractions with unlike denominators. Hailey
How to guide students to learn mathematics and form an understanding of it from their own experiences and perspective.Maintaining a comfortable classroom environment; where students are not afraid to speak/present in front of the class, or attempt a task they are unfamiliar with. Allowing classmates to help student in front of class, and not rejecting ideas offered from students. Encourage everyone to participate.
~ Tim
Understand the interconnection between the different models that can be used to describe an equivalent fraction/decimal/percent; such as a discrete model, an area model, or a number line. *Tori
The idea of the number line usually starts with the idea of an integer then moves onto the idea of adding fractions. Further on in the learning of the number line you get into imaginary numbers and where they fit on the number line. Each idea builds on the next. Chris
- recognize and apply mathematics in contexts outside of mathematics.
Sports statistics (e.g. winning/losing record, batting average, free throw percentage, etc.)Applying percent discounts at stores when shopping
~Mandi
Making multiple batches of recipes and being able to divide your ingredients into correct amounts as well as understand the ratios of ingredients for the maximum flavor in the food.
Building a house and needing to cut lumber for the house from a blue print. From this they will learn ratios, division, and much more!
Katey
Planning a budget for weekly meals. -Hailey
Collaborate with teachers in different subject areas to develop "integrated units of study". For example: wildlife populations that are studied in science class. *Tori
Studying human populations growth and decline then using that data to form an algebraic formula to describe the theory can enhance the anthropologists overall knowledge while enhancing the mathematicians skills. Chris
Thank you, Mandi, for starting the page! I took a different direction with my examples; however, I will still list them in the same order as Mandi has.
1.
-If given a certain ratio of x to y, x:y, students could find the fraction of x to the total number of objects, x+y, by understanding a ratio's part-to-part relationship.
-If given a decimal (.25) of x to total x+y, the should be able to find the ratio of x to y is 1:3, not 1:4.
2.
-Students should be able to see the connection between a ratio and the slope of a y=mx+b.
-Students should be able to make the connection that any integer is a fraction, 5=(5/1).
3.
-If a student wants to split 3 cups of dog food equally between their 2 pet dogs, they should recognize the fraction and know that each dog should have 1.5 cups.
-If a student starts with $20 dollars and saves $5 each week with a goal of $100, he or she should recognize the linear relationship and figure out that it will take 4 months to reach the goal.
Valerie
1. Many formulas students use in measurement draw on their knowledge of algebra and geometry.
2. Students can use concepts of collecting data and apply it in algebra to find relationships, functions and formulas and know what all the pieces mean.
3. What's a better buy?
Kaitlin Froehlke
1. Recognize and use connnections among mathematical ideas: Fractions and percents.
2. Understand how mathematical ideas interconnect and build on one another: Multiplication and division.
3. Recognize and apply mathematics in contexts outside of math- free throws, or batting averages.
Mike Freeland